West Virginia University at Parkersburg
Course Syllabus | Spring Semester, 2011
Name of Course: Children’s Literature Course No. ENGL 403, Section 5406
Department: English Division: Education and Humanities
Instructor: Tiffany S. Teofilo, ABD Email: tteofilo@wvup.edu
Course Description: This children’s literature course is a comprehensive study of print and non-print materials with an emphasis on pre-school through upper-elementary aged children. The purpose of this class is to acquaint you with a vast number of materials, with an emphasis on books, to be able to match the right material with the right child in a given situation or sequence of events. Some emphasis will be put on understanding the use of new technology in the reading classroom to better interact with today’s children, who encounter computers, videogames, television and film sometimes earlier than they encounter books, and at least as often. The class will be of special interest to future teachers, librarians, parents, and everyone who has ever loved a great children’s book.
Course Objectives
Students enrolled in this course will...
Topics to be covered throughout the semester:
Textbooks:
Your books are available at the campus bookstore. The titles marked with an asterisk (*) below are available for rental, which can save you as much as 50% on your book cost.
You will need additional children’s books throughout the semester for projects. The best place to find them is the local library. You can search their catalog online here: http://parkersburg.lib.wv.us/
Author Title
Peterson Books, Media & the Internet: Children's literature for today’s classroom
Sendak Where the Wild Things Are *
Tatar Annotated Classic Fairytales
Rowling Harry Potter and the Sorcerer's Stone
Tolkein Lord of the Rings: The Fellowship of the Ring *
Grades
The assignments in this course add up to 600 total points.
Your final grade will be assigned based on this chart:
Course Objectives
Students enrolled in this course will...
- Learn to bring children and books together.
- Realize that for every child there is a right book at a right time.
- Learn to categorize and discuss children’s books according to type. (Traditional literature, picturebooks, realistic fiction, historical fiction, poetry, informational, biographical, etc.)
- Be able to discuss a breakdown of a book in relation to type, plot, characterization, theme and style.
- Read an array of children’s books that will show different reading levels and styles of writing.
- Create projects and lesson plans that encourage reading for today’s child.
- Be able to tell a story to a group of children.
- Recognize cultural diversity within children’s books.
Topics to be covered throughout the semester:
- Basic history of children’s books
- Diverse perspecives in chidlren’s books
- Traditional literature (folktales, fairytales, myths, etc.)
- Children’s poetry
- Modern fantasy and science fiction
- Children’s magazines
- Children’s classics
- Picturebooks
- New media and reading
Textbooks:
Your books are available at the campus bookstore. The titles marked with an asterisk (*) below are available for rental, which can save you as much as 50% on your book cost.
You will need additional children’s books throughout the semester for projects. The best place to find them is the local library. You can search their catalog online here: http://parkersburg.lib.wv.us/
Author Title
Peterson Books, Media & the Internet: Children's literature for today’s classroom
Sendak Where the Wild Things Are *
Tatar Annotated Classic Fairytales
Rowling Harry Potter and the Sorcerer's Stone
Tolkein Lord of the Rings: The Fellowship of the Ring *
Grades
The assignments in this course add up to 600 total points.
Your final grade will be assigned based on this chart:
- 540 - 600 points
- 480 - 539 points
- 420 - 479 points
- 360 - 419 points
Assignments
1. Internet Diary [65 points]
2. Picturebook Color Analysis [35 points]
3. Hypertext Exploration Report [50 points]
4. Group Fairytale Paper and Presentation [50 points]
5. Classroom Technology Wishlist [35 points]
6. Midterm Take-Home Exam [60 points]
7. Group Toy-Text or Digital Collections Project [50 points]
8. Harry Potter Book to Film Adaptation Analysis [65 points]
9. Lord of the Rings Lesson Plan [100 points]
10. Final Take-Home Exam [60 points]
11. Attendance and Participation [30 points]
Assignment Descriptions:
1. Internet Diary [Due 4/25/11]: You will sign up for an account at www.blogspot.com and subscribe to the class blog at http://wvup403.blogspot.com. I’ll walk you through this process the first day of class. Throughout the semester, you will post information on your blog about at least 20 websites you find that could be used in a language arts or reading classroom. Your posts should each include (a) a summary in your own words of what the website is about, (b) how it can be used in the classroom, and (c) what, in your opinion, is the main goal of the website. These entries should only be a couple paragraphs each. I’m happy to help you find sights by offering search terms you can use in Yahoo or Google searches, send me an email if you need assistance.
2. Picturebook Color Analysis [Due 1/31/11]: You will be given a table titled “Color Around the World.” This table explains the meanings of several colors to various cultures and societies around the world. You will choose one color in Where the Wild Things Are and use this table as a starting point to write a 2-3 page analysis of the way your chosen color could be interpreted by at least 3 different cultures. Use the table as a starting point. Be sure your analysis explores (a) the way your chosen color is used in the book, (b) what the color represents (in your opinion) in the book, and (c) how 3 or more cultures around the world could interpret the way the color is used in Where the Wild Things Are.
3. Hypertext Exploration Report [Due 2/14/11]: You will be assigned an online children’s book (also known as a hypertext) that you will explore/read. Then you will write a 2-3 page report containing the following information: (a) A summary of the story in your own words, (b) Analysis of your assigned digital book based on the section “Exploring digital books” that begins on page 116 of the Peterson textbook, (c) A list of the options available within the book and/or alongside the book (For example: Playable game during loading screens or ability to choose an event that changes the story) and (d) Your opinion of whether this is a worthwhile digital text to share in your classroom, and why.
4. Group Fairytale Paper and Presentation [Due 2/28/11]: In groups of 3-4 people, you will be assigned a traditional fairytale from the Tatar book. You will be asked to compare the traditional version in the Tatar text to at least 2 other versions of that story. The paper will be 3-4 pages in length and will include (a) a summary of the Tatar story, (b) the moral or lesson of the Tatar story, (c) brief summaries of the other versions of the tale you have found, and (d) a discussion of the similarities and differences among the versions of your fairytale. The presentation will last 10-15 minutes, and your group will be expected to do 2 things: (a) Act out the story (props and costumes not required, but they’d be fun!!) and (b) Describe the similarities and differences you found in the other versions you researched.
5. Classroom Technology Wishlist [Due 3/7/11]: Simple enough: Create a list of equipment you would have in your dream classroom. For each item, list (a) a description of the item, (b) how you could use it in the classroom, and (c) the potential impact these items could have on your learning environment. Each item will probably have a ½ to 1 page write-up. Check out the Appendix of the Peterson book for assistance (starts on page 189), but feel free to list items not included in your textbook as well.
6. Take Home Midterm Exam [DUE 3/7/11]: I will pass out the take-home midterm on 2/21/11, and you will have 2 weeks to complete it. The questions will be fill-in-the-blank and essay, and the answers will come from all readings in the Peterson textbook from the first day of class through 2/28/11 (see schedule below for exact readings).
7. Group Toy-Text or Digital Collections Project [Due 3/28/11]: In groups of 3-4 people, you will choose a toy-text or digital collection website from a list I will provide on 3/7/11. You will research your chosen topic as a group and present a 15-20 minute report to the class that explains (a) what the toy or website does, (b) whether or not it is appropriate for school use, (c) five things children can learn from this toy or site and (d) what the Toy-Text chapter (ch. 12) or Digital Collections chapter (ch. 14) in the Peterson book helps your group understand about your chosen topic. You will also be required to (e) give a demonstration of your site or toy. You don’t have to buy the toy, you can always use a commercial or video from YouTube as your demonstration.
8. Harry Potter Book to Film Adaptation Analysis ]Due 4/4/11]: On March 21st, we will watch Harry Potter and the Sorcerer’s Stone in class and talk about what happens when children’s books are adapted into movies. You will write a 3-5 page paper about the differences between the book and the movie. More details on what will be expected of you on this assignment will be passed out in class closer to the time of the assignment.
9. Lord of the Rings Lesson Plan [Due 4/25/11]: On 4/4/11 we will watch Lord of the Rings: The Fellowship of the Ring. Around this time, I ask that you go to http://www.lotro.com and download the Lord of the Rings Online massively multiplayer online game (you can do this earlier if you wish). The first part of your assignment is to play this game for 10 days to acquaint yourself with it (it is free). After reading the book, watching the film, and playing the game for 10 days, you will write a comprehensive lesson plan for a grade level of your choice, 2nd through 6th, that uses the book (primarily), the film and the videogame to generate understanding of the multimedia environments that surround books. Many schools assign The Hobbit or the Lord of the Rings books as early as 2nd grade, but in 2nd through 4th grade, it is typically a “read to” or “read along” book, whereas 5th & 6th graders are given the books to read independently. Keep that in mind as you choose your grade level. I have asked the computer labs if you will be able to download the game onto the machines here on campus. They have agreed as long as you remember to delete the game when you’re finished with your assignment.
10. Take Home Final Exam [DUE 5/4/11]: I will pass out the take-home final on 4/18/11, and you will have 16 days to complete it. The questions will be fill-in-the-blank and essay, and the answers will come from all readings in the Peterson textbook from 3/7/11 through the last day of class, 4/25/11 (see schedule below for exact readings). There will also be an essay question about a children’s book of your choice, so be prepared to choose a children’s book from the library or your collection at home to write about on the final.
11. Attendance and Participation: Be in class, do your readings and participate in discussions, and you’ll get all 30 points.
Schedule
*When a reading is listed in the schedule, it needs to be read before class starts on that date.
Readings are listed by Author’s last name and Chapter numbers, except the Tatar book, which is listed by story title, due to several editions of the book being available.
| Date | Topic | Readings | Assignments Due |
| 1.10 | Intro | ||
| 1.17 | NO CLASS | blogger.com sign-up | |
| 1.24 | Picture Books | Sendak (all); Peterson Ch. 4 | |
| 1.31 | Hypertexts; Books & Tech part I | Peterson Foreword, Ch. 1, Ch. 15, Ch. 16 | Color Analysis Due |
| 2.7 | Books & Tech part II | Peterson Ch. 3, Ch. 6, Ch. 13 | |
| 2.14 | Tech in the Classroom & Traditional Lit | Tatar Intro & “Scenes of Storytelling”; Peterson Ch. 5, Ch. 7 & Ch. 9 | Hypertext Exploration Due |
| 2.21 | Traditional Lit | Tatar “Red Riding Hood,” “Cinderella,” “Beauty & the Beast,” “Snow White,” “Jack & the Bean Stalk”; Peterson Ch. 10 | |
| 2.28 | Presentations, Traditional Lit | Tatar “The Little Mermaid,” “Molly Whuppie,” “Little Match Girl,” “Donkeyskins” | Group Fairytale paper/presentation |
| 3.7 | Toy Texts, Digital Collections, Harry Potter | Peterson Ch. 11, Ch. 12 & Ch. 14; Rowling Chs. 1-8 | Wishlist Due, Take home midterm Due |
| 3.14 | NO CLASS | ||
| 3.21 | Harry Potter & When Childhood Goes to Hollywood | Rowling Chs. 9-17 *We will be watching Harry Potter & the Sorcerer’s Stone in class today | |
| 3.28 | Presentations, Book Popularity, Harry Potter, Lord of the Rings | Tolkien Book I (Chs. 1-12) | Toy-text/Digital Collection Presentations |
| 4.4 | Lord of the Rings | Tolkien Book II (Chs. 1-10, or Chs. 13-23 depending on how your book is laid out) *We will be watching Lord of the Rings: The Fellowship of the Ring in class today | Harry Potter Adaptation Due Be sure you have downloaded and begun playing LoTRO |
| 4.11 | Lord of the Rings | Apperly article passed out in class on 3.28 | |
| 4.18 | Debriefing, Q&A, fun activity!! | ||
| 4.25 | Conclusions and a must-know history of children’s lit | Internet Diary Due | LoTR Lesson Plan Due | |
| Wed. 5.4 | Take Home Final Due |
Attendance Policies:
1. Students are expected to attend all classes except in cases of sickness, accident, or situations of extreme urgency.
2. Students are expected to be punctual and prepared to participate in class activities.
3. When students are absent, they are responsible for attaining class materials and notes.
4. The final course grade can be adversely affected by a record of excessive absences. Such a record of absence from class may result in failure to pass the course. “Excessive absences” is defined as any number of absences that exceeds the number of class meetings that are scheduled in one week. However, since this course only meets once per week, excessive absences will be defined as more than two (2).
5. In the event of hazardous road conditions in winter months, please only travel to class if you feel you are safe. Do not risk your life to be in class. Be sure to check your email every Monday after 3pm but before class, because in cases of extreme weather, class may be cancelled.
Available Support
If you are having difficulty in this course or others, a tutor may be available to give you assistance. Visit the Learning Assistance Center in Room 0404. Professional counselors are available to assist you with either personal or academic problems. To arrange an appointment, visit the Student Advising Center in Room 1213 or call 424-8310.
Diversity Statement
In conjunction with the Social Justice policy, one of the objectives of this course is to prepare students for a full and meaningful participation in a changing world. This course will raise awareness of students to foster tolerance and acceptance of diversity of all persons regardless of race, ethnic background, gender, age, religion, sexual orientation, color, national origin, veteran status or disability in the following ways:
Content: Critical reading/thinking develops the ability to view issues from multiple perspectives and to process information logically
Materials: Reading selections represent multiple disciplines and explore complex issues (e.g. Japanese-American internment during WW II, conditions in Afghanistan, freedom of the press)
Methodology: Students frequently work in small groups
Disability Statement
If you are a person with a disability and anticipate needing any type of accommodation in order to participate in this class, please advise me and make appropriate arrangements with the Office of Disability Services (424-8378).
Social Justice Statement
West Virginia University is committed to social justice. I concur with that commitment and expect to maintain a positive learning environment based upon open communication, mutual respect, and non-discrimination. Our University does not discriminate on the basis of race, sex, age, disability, veteran status, religion, sexual orientation, color, or national origin. Any suggestions as to how to further such a positive and open environment in this class will be appreciated and given serious consideration.
Plagiarism Statement
Copying from other students during a test or quiz, providing other students with answers to homework exercises, using cheat notes during exams and copying someone else’s written work (of any kind, whether it be a friend or Wikipedia) all constitute plagiarism and will result in an immediate F for the assignment. A second offense will result in an F for the course and will be dealt with by the division head and the Dean of Students. There are NO excuses for copying the writing of another person. It’s better to turn in no work at all than to turn in someone else’s. Plagiarism usually results in suspension or expulsion, so do not do it.
